Kristin Hall, EdD

Educator/Literacy Leader passionate about expanding the intersection of equity and literacy

[MTSS Center @MTSScenter]

🛠️ Want a simple way to reflect on Tier 1 instruction in #MTSS?

Check out our free Tier 1 Assessment of Use of High Leverage Practices tool to reflect how often these strategies show up in instruction:
https://t.co/u93TJTVS3X

[Eric Sheninger @E_Sheninger]

New post: Reclaiming Your Agency Through Reflection https://t.co/JwJz8OSoH6 #edchat #eduwitter #educhat #teachertwitter #edadmin #suptchat #edleadership

[AngieHanlin @AngieHanlin]

It’s easy to focus on what was done…

📌 Objective posted
📝 Lesson followed
🙋‍♀️ Students engaged

But what were students thinking?

This is the shift instructional coaches are leading. From compliance to cognition.

[Dylan Wiliam @dylanwiliam]

The editors of Assessment in Education: Principles, Policy and Practice are producing a special issue honoring the work of Paul Black. I was asked to write about our 1998 paper on formative assessment and our follow-up work; you can read it here: https://t.co/UpBLjXyjKn

[Ken Williams @unfoldthesoul]

If data only confirms what you already think, it’s useless. Use it to ensure every student actually learns.

[Carl Hendrick @C_Hendrick]

This is a hugely important piece by @PamelaSnow2. A very insightful application of cognitive load theory to neurodivergence and trauma-informed classroom practice. To the best of my knowledge there is no research on this topic and this has really illuminated my understanding on the topic both as a researcher but more importantly as a SEN parent. I do hope Pam explores this area further. https://t.co/O7YD4EDFbA

[Dylan Wiliam @dylanwiliam]

The US @IESResearch releases a toolkit of resources for teaching mathematics to young children: https://t.co/9Je2bWVOg1. Haven't worked through it carefully, but at a first glance, it looks good.

[Zach Groshell @MrZachG]

We've built plenty of knowledge-building programs for teachers (LETRS, most famously). Turns out knowledge alone doesn't make an expert. Expertise requires deliberate practice, and much of the profession finds deliberate practice condescending. For me, that's a culture problem.

[Matthew Burns @burnsmk1]

A report about Phonological Awareness Screener Test (PAST) had mean correlation between PAST and spelling r = .46, PA segmenting r = .20, and PA blending r =.45 (r = .80 is acceptable criterion validity). PAST is not a good measure @reading_league @ILAToday @nasponline

[Zach Groshell @MrZachG]

Content opens doors, but only if we teach it well. Less overload, more clarity, a core of explicit instruction.

https://t.co/U2jFDBEPpo

[five from five @FIVEfromFIVE]

Better remembering is not better doing: the limits of retrieval practice https://t.co/XzfczkMLYZ via @thebandb

[Pam Kastner @liv2learn]

In honor and memory of the one and only William Van Cleave, an extraordinary human and gifted teacher, on the anniversary of his passing, I am sharing the Wakelet I created to curate just a small part of the countless contributions he made to our literacy community and to his friends far and wide.

Access here:
https://t.co/OzynpEAm7g

[Sarah Powell @sarahpowellphd]

Join me in May for a conversation about MTSS in math! https://t.co/5OIM9Qw9QH

[OECD Education @OECDEduSkills]

Teachers who know more about pedagogy tend to be less stressed and make better use of class time.

See what the latest data reveal about teachers’ knowledge around the world: https://t.co/I8qYkg8XW5

[Matthew Burns @burnsmk1]

Need a quick response to having a high number of kids in the at-risk range on reading screeners? Join us for this webinar about classwide reading interventions. @ILAToday @nasponline @TheNCII @NCILiteracy @reading_league @FloridaLiteracy @DyslexiaIDA https://t.co/GcfPtCWKYq

[Stephanie Howell @mrshowell24]

Students learn more when they explain ideas out loud.

Try this:

1️⃣ Prompt: explain it simply
2️⃣ Give 3–4 minutes to draft
3️⃣ Students practice their “elevator pitch”

Speaking clarifies thinking.

Works in any subject.

More strategies ↓
https://t.co/hODSmcU1as

[Iowa Reading Research Center @IAReading]

Morphemes are the smallest units of meaning in words, and learning morphemes can help students break down the meaning of unfamiliar words! Check out our new resources designed to help educators implement morphology instruction: https://t.co/huSvyYFpBu

[FLAreads @FlaReads]

"Cognitive science has found that distributed practice is effective" because "each time an item is successfully retrieved from memory, it becomes resistant to being forgotten." - Young, Paige, & Rasinski
#literacy

[Lee Ann Jung, PhD @leeannjung]

🔍 #MTSS/#RTI is more about prevention in ALL classrooms than it is intervention. Tier One is about creating warm, inclusive, universally designed environments that deliver the best instruction and respond with intervention at the first sign of need. #LeadInclusion #UDL #EdLeaders #TeacherTwitter